Annenberg Learner Assessment Videos

This video provided many specific demonstrations of teachers sharing ideas of how to help students be the best and most accomplished that they can be.  Here is a description of each teacher’s approach:

Reilly, 1st, MA

  • uses assessment to guide instruction and not a textbook
  • works to scaffold the increasing amount of knowledge
  • teachers need to be good listeners and respond to what they are hearing
  • teachers need to ask questions all along the way
  • and, teachers need to affirm students’ ideas, strategies, enthusiasms
  • suggested that we (teachers) write down data to use as good records for anecdotal information

Kincaid, 4th, CA

  • group activities provide assessment through observation and the finished product
  • assess as individuals AND as members of a group
  • group work gives good context for instructional decision-making
  • assessment through writing gives the students accountability
  • presentations encourage communication skills for students

Clarke, K, MA

  • provide equity so that every students has the opportunity to engage in a task at some level
  • provide all kinds of different learning techniques and combinations of these styles will positively affect all students
  • assess on an on-going basis

Christiansen, 2, MA

  • every lesson is important to know what the children bring to this activity, what do they know already, and to record what do they need to learn
  • this is important to document to use in design of the most effective lesson for ALL students

Levy, 4th, MA

  • many students thought they weren’t good at math
  • his focus is to give these students the confidence to help improve their math skills
  • give these students the opportunities to show their knowledge and strengths in other ways so that they will build the confidence they need
  • encourage students to use their creativity and clever hands to show their leadership qualities and shine in their strengths to give them the confidence they need to shine more in the “thinking” realms of that particular project

Bateson, 3, MT

  • ask students what is their thinking and what operations were they using to solve the problem
  • then use this information/feedback to make a decision to continue to new material or to review current concepts
  • keep data to make a port folio for each student
  • a port folio provides evidence for student achievement and the process by which they got there

Conference (Collaboration of Teachers and Staff)

  • keep parents informed of the different assessments
  • parents might be expecting a different technique because of what was used when they were students
  • keep port folios so that you can keep parents informed of their student’s work
  • use standardized rubrics so that each student is assessed on the same level
  • model language for students to explain their understanding of concepts
  • keep administration updated so that they know what is going on and give them access to student port folios so that they have valid information about what is happening in their school

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